2015 History & Social Science Standards of Learning Fall Institute - PowerPoint Presentation

2015 History & Social Science Standards of LearningFall Institute 1 October 3, 2016 – Abingdon October 4, 2016 – Danville October 11, 2016 – Staunton October 17, 2016 - Herndon October 18, 2016 – Fredericksburg October 24, 2016 – Roanoke November 3, 2016 – Richmond November 14, 2016 – Newport News

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What’s happening today . . .Opening SessionInformation Sources at WorkWorking LunchBreakout Sessions3

Opening SessionReview and Revision of the History and Social Science Standards of LearningLiteracy ConnectionsSupporting Documents, Resources, and Professional Development4

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7Review and Revision of the History and Social Science Standards of Learning

Goal of the History and Social Science Standards of LearningThe study of history and social science is vital in promoting a civic-minded, democratic society. All students need to know and understand our national heritage in order to become informed participants in shaping our nation’s future. 8

Code of Virginia9

Code of Virginia§ 22.1-253.13:1. Standard 1. Instructional programs supporting the Standards of Learning and other educational objectives.The Board of Education shall establish educational objectives known as the Standards of Learning, which shall form the core of Virginia's educational program, and other educational objectives, which together are designed to ensure the development of the skills that are necessary for success in school and for preparation for life in the years beyond.

Code of Virginia§ 22.1-253.13:1. Standard 1. Instructional programs supporting the Standards of Learning and other educational objectives.The Board of Education shall establish educational objectives known as the Standards of Learning, which shall form the core of Virginia's educational program, and other educational objectives, which together are designed to ensure the development of the skills that are necessary for success in school and for preparation for life in the years beyond. The Board of Education shall establish educational objectives known as the Standards of Learning

§ 22.1-253.13:1-2. The Board of Education shall establish a regular schedule, in a manner it deems appropriate, for the review, and revision as may be necessary, of the Standards of Learning in all subject areas. Such review of each subject area shall occur at least once every seven years. Nothing in this section shall be construed to prohibit the board from conducting such review and revision on a more frequent basis.Code of Virginia

Review and Revision Schedule13

January 2014 – March 2015Revised the 2008 History and Social Science Standards of LearningCommittees were convened to review and revise the StandardsThe proposed History and Social Science Standards of Learning was taken to the Virginia Board of Education for first review Public comment period followed March 2015 Virginia Board of Education approved 2015 History and Social Science Standards of Learning Summer 2015 Committees convened to review and revise the Curriculum Framework 14

Fall 2015 The proposed History and Social Science Standards of Learning Curriculum Framework went to the Virginia Board of Education for first review. Public comment period followed.Winter 2016Virginia Board of Education approved 2015 History and Social Science Standards of Learning Curriculum Framework July 2016 Virginia Department of Education posted 2015 History and Social Science Standards of Learning and Curriculum Framework 15

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18The History and Social Science Standards of Learning, supported by the History and Social ScienceStandards of Learning Curriculum Framework, define essential understandings, knowledge, and skills. The standards and curriculum framework are not intended to encompass the entire curriculum for a given grade level or course nor to prescribe how the content should be taught. School divisions are encouraged to incorporate the standards and curriculum framework into a broader, locally designed curriculum .

19Increased Emphasis on the Skills in the 2015 History and Social Science Standards of LearningHistory and social science skills are a key component to understanding historical, geographic, political, and economic events or trends. They are the tools used to increase student understanding of the history and social science curriculum; to guide the focus of instruction for each standard; t o indicate what the student should be able to do; and t o be incorporated in all history and social science content instruction . Overview of Revisions

It starts with the . . .20

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22Skills have always existed in the K-3 courses and the 2015 review spells out the skills for each of the K-3 courses. The skills define the expectations and will assist teachers as they plan their instruction.Overview of Revisions

23SkillsK.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship byviewing artifacts and primary and secondary sources to develop an understanding of history;using basic map skills to support an understanding of the community;gathering and classifying information, sequencing events, and separating fact from fiction to improve understanding of the community;asking appropriate questions to solve a problem; comparing and contrasting people, places, or events;recognizing direct cause-and-effect relationships;making connections between past and present;using a decision-making model to make informed decisions; practicing good citizenship skills while collaborating, compromising, and participating in classroom activities; and developing fluency in content vocabulary and comprehension of oral, written, and visual sources. viewing artifacts and primary and secondary sources to develop an understanding of history;

24SkillsVS.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship byanalyzing and interpreting artifacts and primary and secondary sources to understand events in Virginia history;analyzing the impact of geographic features on people, places, and events to support an understanding of events in Virginia history;interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia history; recognizing points of view and historical perspectives;comparing and contrasting ideas and cultural perspectives in Virginia history;determining relationships with multiple causes or effects in Virginia history; explaining connections across time and place;using a decision-making model to identify costs and benefits of a specific choice made; practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom activities; and investigating and researching to develop products orally and in writing. analyzing and interpreting artifacts and primary and secondary sources to understand events in Virginia history;

25SkillsWHII.1 The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship bysynthesizing evidence from artifacts and primary and secondary sources to obtain information about events and life in world history;using geographic information to determine patterns and trends in world history;interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in world history;evaluating sources for accuracy, credibility, bias, and propaganda;comparing and contrasting historical, cultural, economic, and political perspectives in world history;explaining how indirect cause-and-effect relationships impacted people, places, and events in world history;analyzing multiple connections across time and place; using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;identifying the rights and responsibilities of citizens and ethical use of materials and intellectual property; and investigating and researching to develop products orally and in writing. synthesizing evidence from artifacts and primary and secondary sources to obtain information about events and life in world history;

Skills Progression Chart

Skills Progression ChartConceptual UnderstandingScaffolding the UnderstandingAnalyzing the Understanding

Overview of the Revisions28Beginning with USI-There is now an expectation that students move from “demonstrate knowledge” to “apply social science skills” to the content.

Overview of the Revisions29Kindergarten – Grade ThreeThis reflects widening the student’s sphere of learning. It illustrates a progression from the local community to the Commonwealth of Virginia, moving towards a focus on the United States of America and then expanding to a focus on ancient world cultures.

Overview of the Revisions30Virginia Studies, United States History to 1865, United States History: 1865 to the Present, and Civics and EconomicsUpdated to reflect current events.

Overview of the Revisions31World GeographyWG.4 (2008) was expanded into separate standards organized by regions.World History and Geography coursesContent added to explore a global focus.

Overview of the Revisions32Virginia and United States History Content added to fill gaps and reflect a more diverse historyVirginia and United States Government Content removed that was duplicated in Economics and Personal Finance

34CURRICULUM FRAMEWORK

35Curriculum FrameworkFour Columns

36Curriculum FrameworkTwo Columns

Experiences for Essential Skills37What are Experiences?

The experiences should be –engaging, rigorous with higher level thinking questions, relevant (connecting time periods, places, and events to the present day).

ExperiencesEngaging- promoting discussion, collaboration, and understandingOpportunities to practice social science skills using various contentVaried throughout the lesson to help students make connectionsWorksheetsSpecific to one Standard, topic, or course39Are . . .Are NOT. . .

Just a thought . . .

ResourcesStrike Through DocumentsThe strikethrough documents enable teachers, schools, and divisions to compare the revisions and changes to the 2008 and 2015 History and Social Science Standards of Learning.Final Review of Proposed History and Social Science Standards of LearningProposed Curriculum Framework for 2015 History and Social Science Standards of Learning

Crosswalk

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Literacy Connections: English skills used in teaching History and Social Science Think about . . .

Reading Use text structures such as type, headings, and graphics to predict and categorize information.Use prior knowledge and background knowledge as context for new learning.Identify questions to be asked.Compare/contrast information about a topic in different selections.Identify cause/effect relationships.Identify and summarize supporting details.Compare/contrast viewpoints. New Collaboration and Integration History and Social Science Using Informational Sources Applying Geographic Skills Organizing Information Questioning Comparing and Contrasting Determining Cause & Effect Making Connections Exercising Civic Responsibility Demonstrating comprehension

Teaching Literacy Through History46

The Connection Between Literacy and History47

NCTE Content Literacy Resources48

Literacy is a shared responsibility.49

English SOL Institute Presentations & Lessons2012: Nonfiction reading, writing, research and media literacy2013: Using primary sources with the Library of Congress, vocabulary strategies, nonfiction reading, and persuasive writing2014: Nonfiction and fiction reading, writing, instructional strategies for English Language Learners and Students with Disabilities. 2015: Formative AssessmentPresentations and resources aimed at both elementary and secondary classrooms http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml

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Fall Institutes

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54As the 2015 History and Social Science Standards of Learning are implemented, what should be the consistent message?

The addition of social science skills at every course were strengthened to prepare students for their next steps by providing an opportunity for teachers to . . .55

. . . develop instructional lessons and activities that engage students with the content using the social science skills –Active Engagement56

. . . teach for understanding rather than memorization57 . . . effectively collaborate and integrate

58. . . and provide exemplars that demonstrate a deeper understanding and promote historical thinking through the application of knowledge and skills.

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Your thoughts . . .60

612015 History and Social Science SOL Institute PartnersVirginia Commission on Civics EducationVirginia Council on Economic EducationVirginia Geographic Alliance Teaching with Primary Sources, Northern Virginia Partnership- A Program of the Library of Congress

622015 History and Social Science SOL Institute Steering CommitteeNameDivision Region Alice Reilly Fairfax IV Amy Cummings Roanoke VI Amy Griffin Cumberland VIII Brennan Sigel- Guion Hanover I Bruce Brady Norfolk II Cathy Hix Alexandria IV Ellen Stick Roanoke City VI Janet Stevens Richmond City I Jeff Girvan Prince William IV Jennifer Brown Fairfax IV Jennifer Lopez Norfolk II Katrina Cary Suffolk II Lisa Gibson Virginia Beach II Lynne Bland Chesterfield I Mary-Beverly Washington VII Meredith Rapp Powhatan I Myra Frazier Campbell V Roxanne Edgerton Chesapeake II Sarah Duncan-Hinds Isle of Wight II

632015 History and Social Science Teacher TrainersRegion I Name Course School Division Carla Crump K - 3 Powhatan County Apryl-Dawn Julien K - 3 Richmond City Julia Davis Virginia Studies Hanover County Katherine Moore USI Richmond City Sara Kelley USII Powhatan County Tracey Zaval Horvath Civics and Economics Chesterfield County Brennan Sigel-Guion World Geo Hanover County Karen Adam WHI Hanover County Maria Newby WHII Powhatan County Rodney Robinson VUS Richmond City Nakita Lee GOVT Chesterfield County Region II Name Course Division Quoteshia Hargett K - 3 Portsmouth Melissa Mygas K - 3 Newport News Roberta Branch Virginia Studies Suffolk Melissa Viola-Askey USI Prince William Wendy Burr USII Chesapeake Ferida Cralle Civics and Economics Stafford Kelly Stead World Geo Norfolk Julie Blumenthal WHI Norfolk Candace Schafer-Southard WHII Williamsburg-James City Camille Beliveau VUS Chesapeake Jessica Mitchell GOVT Newport News

642015 History and Social Science Teacher TrainersRegion III Name Course Division Megan Bush K - 3 Stafford County Jennifer Burgin K - 3 Arlington Barbara Giese Virginia Studies Stafford County Beth Davenport USI Stafford County Brenda James USII Stafford County Ferida Cralle Civics and Economics Stafford County Bethany (Beth) Augrom World Geo Stafford County Bradley Kraft WHI Montgomery County Jessica Mitchell WHII Newport News Cathy Nichols- Cocke VUS Campbell County David Wessel GOVT Spotsylvania County Region IV Name Course School Division Kathy Nealon K - 3 Fairfax Susan Mayo K - 3 Manassas City Anne Walker Virginia Studies Prince William Nicole Bennett USI Fairfax Aaron Cebular USII Prince William Don Brunner Civics & Economics Culpepper Diana Jordan World Geo Arlington Thomas Callahan WHI & WHII Culpepper Elizabeth Glynn VUS Loudoun County Michelle Cottrell-Williams GOVT Arlington

652015 History and Social Science Teacher TrainersRegion V Name Course School Division Jennifer Burgin K - 3 Arlington County Lori Stone Virginia Studies Campbell County Meagan Gilliam USI Augusta County Michelle Holland USII Campbell County Curtis Young Civics and Economics Norfolk City Diana Jordan World Geo Arlington County Marc Hudson WHI Campbell County Michael Nagy WHII Campbell County Cathy Nichols-Cocke VUS Campbell County Michelle Cottrell-Williams GOVT Arlington County Region VI Name Course School Division Dawn Toole K - 3 Martinsville Dana Campbell Virginia Studies Henry County Jenna Sprinkle USI Roanoke County Beth Simmons USII Franklin County Jack Jagodzinski Civics and Economics Roanoke City Brennan Sigel- Guion World Geo Hanover County Layne Link WHI Roanoke County Beverly Newbern WHII Roanoke County Kelly White VUS Roanoke City Michelle Cottrell-Williams GOVT Arlington County

662015 History and Social Science Teacher TrainersRegion VII Name Course School Division Misty Jeffers K – 3 Washington County Bethany Collins K - 3 Tazewell County Brandi McCracken Virginia Studies Washington County Jessica Zumbrum USI Lee County Debbie Manuel USII Wythe County Christopher Wilson Civics and Economics Wise County Sherry Cole World Geo Washington County Jeremy Beverly WHI Washington County Brianna Rhodes WHII Grayson County Tiffany Jenkins VUS Bristol County Tim Duncan GOVT Wise County Region VIII Name Course School Division Tamara Green K - 3 Buckingham County Vanessa Mason K - 3 Halifax County Betty Banks Virginia Studies Lunenburg County Meagan Gilliam USI Buckingham County Laura Shaw USII Prince William County Tracey Zaval Horvath Civics and Economics Chesterfield County Jill Pritt World Geo Campbell County Kelly Jones WHI Greensville County Joseph Servis WHII Appomattox Lloyd Page VUS Nottoway County Courtney Kelly GOVT Cumberland County

67Christonya Brown, K-12, History and Social Science Coordinator E-mail: Christonya.Brown@doe.virginia.gov Betsy Barton, Elementary, History and Social Science SpecialistE-mail: Betsy.Barton@doe.virginia.govVirginia Department of EducationJill Nogueras, English and History and Social Science SpecialistE-mail: Jill.Nogueras@doe.virginia.gov